勇気と感情は,大学生が外国語として英語を学ぶ動機をどのように形作るのか?
Qiang Sun1, Kaiqin Yang2, Peijian Paul Sun3
1Henan Polytechnic University, Jiaozuo, China.
BMC psychology
|February 19, 2026
まとめ
勇気とポジティブな感情は,大学生における外国語学習のモチベーションを大幅に高めます. 努力の忍耐と喜びは,英語学習者の内在的および外在的な動機付けの主要な要因です.
科学分野:
- 教育心理学の教育心理学について
- 第二言語の習得について
背景:
- 興味の一貫性 (CI) と努力の忍耐力 (PE) を含むGritは,学業成績に影響を与えます.
- 外国語の楽しみ (FLE) や外国語の退屈 (FLB) のような感情は,学習プロセスにおいて極めて重要です.
- 内在的 (IM) と外在的 (EM) の両方の動機付けは,継続的な学習の努力に不可欠です.
研究 の 目的:
- 外国語としての英語 (EFL) の学習における,勇気 (CI & PE),感情 (FLE & FLB),および動機付け (IM & EM) の関係を調査する.
- 勇気と感情が,科学専攻のEFL学習動機をどのように予測するかを探求する.
- 勇気と感情がEFLのモチベーションに及ぼす直接的・間接的な影響を検証する.
主な方法:
- 中央中国の706人の科学専攻のEFL大学生を対象とした定量的な研究.
- 勇気,感情,動機を評価するオンラインアンケートによるデータ収集.
- 予測的関係と仲介効果を決定するための統計分析.
主要な成果:
- 勇気と感情の両方がEFL学習の動機を有意に予測しました.
- 努力の忍耐力 (PE) は,内在的動機付け (IM) と外在的動機付け (EM) を直接予測しました.
- 外国語の楽しみ (FLE) は,外国語の退屈 (FLB) よりも強い動機付けの予測要因でした.
- グリット成分 (PEとCI) は,感情 (FLEとFLB) を媒介するモチベーションを間接的に予測した.
結論:
- より強い勇気とポジティブな感情を持つ学生は,より大きなEFL学習モチベーションを示しています.
- 教学戦略は,学生のやる気を高めるために,勇気とポジティブな感情的な経験を育むことに重点を置くべきである.
- 勇気,感情,モチベーションの相互作用を理解することは,EFLの効果的な指導に不可欠です.
キーワード:
利害の一致性について外的な動機付けとは,外的な動機付けです.外国語 退屈 退屈する外国語の楽しみ方 外国語の楽しみ方グリット・グリット・グリット・グリット内在的なモチベーションは,内在的な動機です.努力の持続性 努力の持続性さらに関連する動画
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